Phonemic awareness and spelling: children's judgments do not always agree with adults

The ability to make explicit judgments about speech sounds is important in learning to read and write an alphabetic system. However, even when children can make consistent judgments about sounds their judgments do not always agree with those of adults. In this study, some children from groups of kindergartners (mean age 5 years, 10 months) and first graders (mean age 6, 7) stated that /tr/ (as in "truck") did not begin with the sound /t/. This judgment was reflected in these children's spellings: They tended to spell /t/ before /r/ with CH, reflecting its affrication. Parallel results were found for /dr/. Further, some children judged that /c/ (as in "chill") and /j/ (as in "Jill") began with /t/ and /d/, respectively. They used the letters T and D to spell these sounds. Thus, children's attention to a phonetic level may result in judgments of speech sounds and spellings that are different from those of adults.     

The effects of sexual and/or aggressive film exposure on helping, hostility, and attitudes about the sexes

After viewing an aggressive, sexually aggressive, erotic heterosexual, or control film, 129 females and 135 males expressed their willingness to help and hostility toward the male or female experimenter. Males extended the least help to the experimenter following the aggressive film and expressed more positive affect than females. Erotophilic males expressed slightly less hostility toward a female than a male experimenter. Erotophiles expressed more positive attitudes toward women and toward men after viewing either the rape film shown by a male experimenter or the erotic film shown by a female experimenter, compared to erotophobes. Among erotophobes, these two experimental conditions generally produced the most negative effects on general attitudes about the sexes. Affective responses to sex variations in dominant status and to aggressivity were employed to provide explanations for these results.     

Acoustic measures of stutterers'' speech following an intensive therapy program

Characteristics of consonant-vowel duration and vocal fundamental frequency (F₀) are reported for 12 school-age stuttering males. Subjects' speech was recorded pre- and post- therapy and at 2-mo follow-up. Mean F₀ and voice onset time values remained stable from pretherapy to 2-mo follow-up, and an increase of 12% vocalized time was maintained across all posttherapy samples. It is suggested that increases in speech fluency may not be accompanied by changes in fundamental timing gestures. Increased speech fluency may be accomplished through increases in vocalized time permitting adjustments in motor sequencing which accompany stuttering.     

Joint independent random utility models where one of the choice structures satisfies the strict utility model

It is known that one cannot construct an independent joint random utility model for which both the preference and aversion probabilities satisfy the strict utility model. Given this result, it is natural to ask what kind of relations are possible in such contexts. Here, for instance, we demonstrate that if a structure of preference and aversion probabilities are generated by a common independent random utility model, and if the preference probabilities satisfy the strict utility model, then the preference and aversion probabilities are related by what is known as the strong acceptance condition. We also prove an appropriate converse of this result. Finally, an example is given of a process (other than the random utility model) that is compatible with the assumption that a structure of preference and aversion probabilities satisfies a common strict utility model.     

The effect of voice and place among aphasic, nonaphasic right-damaged, and normal subjects on a metalinguistic task

Aphasic, nonaphasic right-damaged, and normal subjects sorted triads of stop consonants into pairs adjudged most similar. All groups sorted on the basis of linguistic features, but differed in their use of place versus voice: Normal and right-damaged subjects used place and voice equally often; aphasics relied significantly more upon voice than upon place. These results are interpreted to reflect an alteration at the level of linguistic representation in aphasics and not simply a perceptual difficulty. It is suggested that this altered representation stems from aphasics' extended use of normal linguistic capacities of the right hemisphere.     

Neologistic jargon aphasia: A case report

This study examined aspects of speech produced by an aphasic subject with neologistic jargon. Grammatical category, syllabic structure, and phonemic characteristics of neologisms, paraphasias, and correct productions were analyzed and compared. Results tended to confirm an anomic component in this type of aphasia and to support a role for the postactivation of phonemic units from prior utterances in the phonemic composition of some neologistic productions. In opposition to prior claims, however, the results also showed a striking similarity between neologisms and paraphasias, suggesting that similar mechanisms may be involved in both types of aphasic error.     

Preservation of orthographic knowledge in aphasia

A simple untimed lexical decision task was designed to test implicit letter recognition in aphasic patients. Half of the nonwords used in this task were orthographically regular pronounceable pseudowords, and half were orthographically irregular unpronounceable letter strings. Twenty-five randomly chosen aphasic patients with mild to severe degrees of aphasia participated in the study. Although only six of the patients performed the lexical decision task successfully, all 25 demonstrated the ability to distinguish orthographically regular from irregular letter strings and, by implication, the ability to recognize and make use of the identities of written letters.     

Written language acquisition after left or right hemidecortication in infancy

When written language is acquired in only one hemisphere because of hemidecortication in infancy, the left hemisphere is superior to the right at using morphophonemic rules to read and spell unfamiliar words, and at exploiting the structure of sentence units to achieve rapid reading of meaning in prose. The ability to learn names for logographs, however, is better in the right hemisphere than in the left. The greater mastery of written language in the left hemisphere is a result, not of an enhanced facility for making cross-modal associations between sounds and signs, but of a superior access to the morphophonemic rule system and the higher-order textual constraints of English.